Co-Facilitation with Youth
by Jesse Jaeger, Youth Programs DirectorUnitarian Universalist Association
The standard model for facilitating a curriculum-based program is adult leadership with children or youth as participants. This model suits the needs of grade school children who find active participation in a program challenging and satisfying. In adolescence, however, youth are motivated by increased complexity and responsibility. Their investment in programs often increases when they are involved in leadership. Participating in program leadership is a great way to empower youth to start taking a more leading role in their faith development. It helps them build skills that will serve them well in the future, as they become leaders in their youth program as well as in their congregations.
There are many different ways to involve youth in co-facilitation. The spectrum of involvement ranges from contributing input about programs to co-leading an entire program. Youth vary in their interest and readiness for leadership responsibilities. While age is often a factor in leadership readiness, there is wide variation between youth. Although junior-high youth generally need more support then senior-high youth, there may be junior-high youth who are ready to engage with co-facilitation and some senior-high youth who are not. It is important to assess each youth to determine what level of leadership involvement is best. Here are a few co-facilitation models that you can think about employing. Of course, these are just suggestions-use your creativity in implementation!
Lead an Activity
For many youth this is probably the best place to start. Leading an activity can be as simple as asking one of the youth to do the opening or closing reading. It can also be more complex such as preparing and leading an activity. With any of these, support is essential. Like any volunteer, adult or youth, it is important that we set them up for success. If they need to select a reading, show them the back of the Unitarian Universalist Association (UUA) hymnal, Singing the Living Tradition, a book collection of readings, or brainstorm with them places that they might find a reading that fits the themes of that day. If they're leading a section of the program, help them plan it out. Offer support. You might even encourage them to practice presenting it with you before hand.
Co-Lead a Session
Leading a program session with an adult co-leader would be the next step. Meet beforehand to review the activities, preparation, materials, timing and who will lead what sections. Again, support is critical. Make sure youth have a firm grasp on what they are doing and help them find the resources they need for success. Youth will become increasingly comfortable leading sessions through experience. Programs with older youth might even get to a point where the adult leaders are there mainly for support and the youth are doing most of the planning a leading.
Co-Lead a Program with an Adult
After experiencing partial leadership, one or two youth may emerge as ready to co-lead the curriculum with an adult for its whole length. A youth co-leader should be treated like any other co-leader: Doing the preparation together, meeting regularly and sharing different tasks. Ultimately, however, it is the adult's responsibility to offer support and mentorship to the youth co-leader. Like adults, youth have very busy lives. The difference is that youth are just learning how to balance competing demands. Help them stay on top of things with regular contact and feedback, particularly if they seem to be taking on too much. Notice the many positive things they bring to their leadership role and share these observations with them.
Co-Lead a Program with Another Youth
Seasoned youth leaders may become ready to co-lead a whole Religious Education (RE) program for the other youth without adults. While often such youth are usually older and experienced in leading the youth group or teaching Sunday school classes, this is not always the case. Sometimes there are very dynamic youth who are less experienced, but ready for the challenge. It is important not to just hand the youth leaders the program guide and leave them to it. They need an adult to stay in touch with them, give them guidance and help them evaluate how they are doing. That adult walks the fine line of being present enough to truly support the youth leaders, but also being absent enough to provide the youth freedom to truly take on leadership and make the program their own. Youth will undoubtedly have ideas of their own to bring to the program. Their insights and interpretations can benefit the program for years after those of their youth leadership. Encourage youth program leaders to note their successful innovations of the program so that future groups and their leaders can benefit.
Conclusion
With support and guidance youth can take a larger role in their faith development and religious education. Participating in program leadership empowers youth and nurtures them as engaged and committed, current and future, Unitarian Universalists. Working in collaboration with youth can be highly rewarding and most importantly, it is fun.
For more information contact youth @ uua.org.
Last updated on Friday, April 18, 2008.
